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Thematische Bibliographien / Identity transitions / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Identity transitions“

Autor: Grafiati

Veröffentlicht am 25. Januar 2025

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1

Fitz-Koch, Sarah, und Thomas Cyron. „Disentangling Identity Transitions in Founder Identity Construction“. Academy of Management Proceedings 2021, Nr. 1 (August 2021): 14573. http://dx.doi.org/10.5465/ambpp.2021.14573abstract.

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2

Silver, Ira. „Role Transitions, Objects, and Identity“. Symbolic Interaction 19, Nr. 1 (Februar 1996): 1–20. http://dx.doi.org/10.1525/si.1996.19.1.1.

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3

Inui, Akio, und Yoshikazu Kojima. „Identity and the Transition from School to Work in Late Modern Japan: Strong Agency or Supportive Communality?“ Research in Comparative and International Education 7, Nr. 4 (01.01.2012): 409–18. http://dx.doi.org/10.2304/rcie.2012.7.4.409.

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This article examines the precarious transition from school to work, considers its relation to young people's identity formation in late modern Japan, and rethinks the theory of identity formation in late modernity. Although Japan's transition system had been efficient and stable over many years, since the late 1990s this has been replaced by an increasing precariousness. The Japanese government has responded with a Career Education promotion policy to foster young people's work aspirations and attitudes in the form of an employability enhancement policy. This policy discourse coincides with a late modernist theory (as put forward by Giddens and Cote & Levine) that emphasises the importance of personal agency for young people's transitions. However, in our longitudinal qualitative study, we found that the ‘transitional communities and networks' that young people encounter in their transition from school to work have an important supportive role to play. These transitional communities are important in young people's transitions from the school/college community to the workplace community. Those who had a strong sense of agency but no helpful community experienced serious depression and did not make a successful transition into work. Our case studies support Erikson's argument that community (communality) is indispensable for young people's identity formation. We conclude that both community and agency are important for successful transition in late modernity.

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Hennekam, Sophie, und Dawn Bennett. „Involuntary career transition and identity within the artist population“. Personnel Review 45, Nr. 6 (05.09.2016): 1114–31. http://dx.doi.org/10.1108/pr-01-2015-0020.

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Purpose The purpose of this paper is to examine artists’ experiences of involuntary career transitions and its impact on their work-related identities. Design/methodology/approach Semi-structured interviews with 40 artists in the Netherlands were conducted. Self-narratives were used to analyze the findings. Findings Artists who can no longer make a living out of their artistic activities are forced to start working outside the creative realm and are gradually pushed away from the creative industries. This loss of their creative identity leads to psychological stress and grief, making the professional transition problematic. Moreover, the artistic community often condemns an artist’s transition to other activities, making the transition psychologically even more straining. Originality/value This study provides in-depth insights into how artists deal with changes in their work-related identities in the light of involuntary career transitions.

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Guiffrida, Douglas A. „Theories of Human Development that Enhance an Understanding of the College Transition Process“. Teachers College Record: The Voice of Scholarship in Education 111, Nr. 10 (Oktober 2009): 2419–43. http://dx.doi.org/10.1177/016146810911101005.

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Background/Context Although theories of human development often play a central role in K–12 pedagogical practices, evidence suggests that developmental theories have not been used extensively to understand the college transition process or to develop programs to support students during these transitions. Purpose/Objective/Research Question/Focus of the Study The author reviews theories of identity development, racial identity development, and intrinsic motivation to (a) understand how diverse developmental characteristics, stages/tasks, and cultural processes affect the college transition process and (b) identify strategies for preparing diverse students for, and supporting them during, their transitions to college. Research Design Salient theories of human development, particularly from the fields of social and cross-cultural psychology, were identified and critically reviewed. Conclusions/Recommendations The results indicate that in addition to providing students with adequate academic preparation and funding, college faculty and staff must also understand and support college student identity development (including ethnic identity development) and seek to foster intrinsic motivation among students.

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Sussman, Nan M. „The Dynamic Nature of Cultural Identity Throughout Cultural Transitions: Why Home Is Not So Sweet“. Personality and Social Psychology Review 4, Nr. 4 (November 2000): 355–73. http://dx.doi.org/10.1207/s15327957pspr0404_5.

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This article describes the social psychological process that underlies the cultural transition of sojourners. Herein the empirical and theoretical literature on cultural transitions (and in particular cultural repatriation and the relevant literature on self-concept and identity) is analyzed, critiqued, and synthesized in an attempt to understand the near ubiquitous distress experienced during repatriation. The relation among self-concept, cultural identity, and cultural transitions is explored, and in light of the paucity of comprehensive repatriation models, a new predictive model is proposed that explicates these relations. Shifts in cultural identity are classified as subtractive, additive, affirmative, or intercultural, and research directions are suggested.

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Beech, Nick, Jeff Gold und Susan Beech. „Military lives: coaching transitions“. European Journal of Training and Development 41, Nr. 5 (05.06.2017): 434–49. http://dx.doi.org/10.1108/ejtd-02-2017-0010.

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PurposeThe purpose of this paper is to first consider how veterans use talk to shape interpretations of personal and social identify. Second, this paper seeks to gain an understanding of how veterans see themselves in a civilian world, their ability to re-conceptualise and realign their perspective on life to support their transition in to a civilian world. Design/methodology/approachUnderpinned by Ricoeur’s theory of narrative identity, the work provides a qualitative analysis data from coaching interviews with five veterans. FindingsThe findings revealed the on-going legacy of military life and how its distinctiveness and belief centred on kinship shapes personal identity and the way they see their civilian world. The work sheds light on to the benefits of this Ricoeur’s self-reflexive approach and how it can be used to provide a deeper insight in to the nature of personal transitions and how narrative can be used to expose complexities of the narratives of personal history and meaning as the narrator becomes both the seeker and what is sought. Practical implicationsThe work reinforces the value of Ricoeur’s self-reflexive approach identifying narrative mediating between two “poles” of identity and the act of mimesis; prefiguration, configuration and refiguration as veterans project stories of their world and their place within it. Originality/valueThe paper provides new insights in to the importance of narrative identify broadening its potential application with engagement across diverse communities, thereby providing depth and rigour of its conceptual understanding of personal identify. The work further provides insights in to the challenges facing veterans to integrate within a civilian society.

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Beetz, Arianna M., Karren Kimberly Knowlton, Sean Martin, Chad Benjamin Murphy, Susan Clark Muntean, Keith Norman Leavitt und Banu Ozkazanc-Pan. „The Social Dynamics of Social Identity Transitions“. Academy of Management Proceedings 2020, Nr. 1 (August 2020): 17008. http://dx.doi.org/10.5465/ambpp.2020.17008symposium.

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Lewis, Kate V., Marcus Ho, Candice Harris und Rachel Morrison. „Becoming an entrepreneur: opportunities and identity transitions“. International Journal of Gender and Entrepreneurship 8, Nr. 2 (13.06.2016): 98–116. http://dx.doi.org/10.1108/ijge-02-2015-0006.

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Purpose This paper aims to report an empirically grounded theoretical framework within which to understand the role of entrepreneurial identity development in the discovery, development and exploitation of opportunity, and to elaborate on how these identity transitions both mobilise and constrain female entrepreneurs. Design/methodology/approach A qualitative case study-based research design was used in this study. Primary and secondary data were collected from eight female participants (all of whom can be categorised as “mumpreneurs”) and analysed to inform the theoretical framework that is the foundation of the paper. Findings The authors describe how identity conflict, role congruence and reciprocal identity creation play a critical role in venture creation as a form of entrepreneurship. Drawing on the constructs of identification, self-verification and identity enactment, the authors build a theoretical framework for understanding entrepreneurial identity transitions in relation to opportunity-seeking behaviours. Research limitations/implications The work is theoretical in character and based on a sample that, whilst rich in the provision of theoretical insight, is small in scope. Additionally, the sample is located in one geographical context (New Zealand) which likely has implications for the way in which the key constructs are perceived and enacted. Originality/value This paper is an attempt to integrate conceptualisations of entrepreneurial identity development with opportunity-related processes in the context of venture creation. A holistic focus on identity transitions and their relevance to perception and action in relation to opportunity (the root of entrepreneurial behaviour) is novel; at this point, it is exploratory in intention and tentative in reach.

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Emler, Nicholas. „Life Course Transitions and Social Identity Change“. Advances in Life Course Research 10 (Januar 2005): 197–215. http://dx.doi.org/10.1016/s1040-2608(05)10007-0.

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Dhanda, Meena. „Punjabidalityouth: social dynamics of transitions in identity“. Contemporary South Asia 17, Nr. 1 (05.02.2009): 47–64. http://dx.doi.org/10.1080/09584930802624661.

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Rainey, Stephen, Karmele Olaciregui Dague und Roger Crisp. „Brain-State Transitions, Responsibility, and Personal Identity“. Cambridge Quarterly of Healthcare Ethics 31, Nr. 4 (Oktober 2022): 453–63. http://dx.doi.org/10.1017/s096318012100092x.

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AbstractThis article examines the emerging possibility of “brain-state transitioning,” in which one brain state is prompted through manipulating the dynamics of the active brain. The technique, still in its infancy, is intended to provide the basis for novel treatments for brain-based disorders. Although a detailed literature exists covering topics around brain-machine interfaces, where targets of brain-based activity include artificial limbs, hardware, and software, there is less concentration on the brain itself as a target for instrumental intervention. This article examines some of the science behind brain-state transitioning, before extending beyond current possibilities in order to explore philosophical and ethical questions about how transitions could be seen to impact on assessment of responsibility and personal identity. It concludes with some thoughts on how best to pursue this nascent approach while accounting for the philosophical and ethical issues.

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Schoemaker, Emrys, Aaron Martin und Keren Weitzberg. „Digital Identity and Inclusion: Tracing Technological Transitions“. Georgetown Journal of International Affairs 24, Nr. 1 (März 2023): 36–45. http://dx.doi.org/10.1353/gia.2023.a897699.

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Crafter, Sarah, und Rachel Maunder. „Understanding transitions using a sociocultural framework“. Educational and Child Psychology 29, Nr. 1 (2012): 10–18. http://dx.doi.org/10.53841/bpsecp.2012.29.1.10.

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Transitions have traditionally been characterised as forms of change. These may either be inner changes (new beliefs or developmental growth) or the physical move from one place to another (see Erikson, 1975), such as the move from primary to secondary school. This theoretical paper will argue that transition can be best understood using a sociocultural framework, which links human thought and action to social and cultural situatedness (Zittoun, 2006). Using ideas underpinned by Vygotsky (1978) we will present three frameworks for addressing sociocultural transitions: (i) the notion of consequential transitions (Beach, 1999); (ii) symbolic transitions and identity rupture (Zittoun, 2006); and (iii) Communities of Practice transitions (Wenger, 1998). We will borrow examples from research on educational transitions from primary and secondary school contexts through to Higher Education in order to demonstrate that transitions are about a change in self-identity born out of uncertainty in the social and cultural worlds of the individual. Implications for educational practitioners involved in supporting young people undergoing transitions will be discussed.

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Ulver, Sofia, und Jacob Ostberg. „Moving up, down or sideways?“ European Journal of Marketing 48, Nr. 5/6 (06.05.2014): 833–53. http://dx.doi.org/10.1108/ejm-07-2012-0418.

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Purpose – The purpose of this article is to argue that consumers experience conflict not only when in identity transitions or social status transitions but also in-between these two, and that the relationship between these two is becoming increasingly important to address. First, this is done by identifying how status transitions (vertical movements) overlap but differ in some important respects from identity transitions (horizontal movements), and second, the consumption strategies used by people when these movements lead to an experience of conflict between one’s (new/old) identity role and (new/old) status position have been demonstrated. Design/methodology/approach – In this multi-sited, qualitative data collection, the phenomenological and ethnographic interviews have been conducted with 35 urban middle-class consumers in their homes at three culturally and historically different sites (Sweden, Turkey and the USA). Findings – The importance and kind of a consumption strategy to resolve the status–identity incongruence relates if it is mainly a vertically or horizontally determined transition. To consumers with a main focus on status change – characterised by hierarchical and competitive dimensions that identity role transitions are free from – the engagement in consumption becomes more important and intense. Practical implications – Marketers have historically mainly been engaged in static categorisation and segmentation of consumer lifestyles. By instead emphasising consumers’ life transitions and their accompanying status–identity conflicts, marketers may consider the implications for market communication. Social implications – Given that liquid modernity (Bauman, 2001) and its loose social structures forces the middle-class to become increasingly socially mobile, matches and mismatches between identity and status positions ought to become more common and the resulting consumption strategies more sophisticated. This research offers a first, tentative framework for understanding these conflicts in relation to consumption. Originality/value – Although lifestyle transitions have often been elaborated on in consumer research, the differences between social status transitions and identity transitions, and especially the conflict in-between these two, have not been paid its deserved attention. Based on multi-sited, qualitative data collection, concrete consumption strategies following the experience of status–identity incongruence have been identified. The results also contribute to a better understanding of the growing uncertainty and volatility of social status positions in contemporary middle-class consumer culture.

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Abramson, Lori L., und Elli P. Schachter. „Beginning Teachers Navigating Identity Development Transitions: Identity Motives and Commitment to Teaching“. Education Sciences 14, Nr. 11 (28.10.2024): 1170. http://dx.doi.org/10.3390/educsci14111170.

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Beginning teachers (preservice and novice) must develop a resilient professional identity, yet high early attrition rates indicate the need for additional support in this process. Many attrition studies focus on external factors; few address teacher identity. According to developmental psychologists, identity commitments are concretized in a stepwise process, first by tentatively making them, and then by evaluating them. Most preservice and novice teachers are in a transitional stage, as they explore whether tentative commitments fit their sense of self. Our research tests the proposition that such exploration is often focused on determining whether a teaching career will satisfy their identity motives. We interviewed and collected self-reported written stories from 154 interns and novice teachers. Participants discussed their career choice in an initial interview and in a questionnaire focusing on recent, identity-relevant significant events administered at three points in time over a year. These career choice and written, field-based significant event stories underwent content analysis for the presence of identity motives, guided by a codebook developed for this research. This paper describes two central and innovative findings. First, identity motives are, indeed, present and highly salient in teachers’ career deliberations. Secondly, we found that beginning teachers express motives differentially, vary in the salience they accord the motives, and explore motives differently according to situational context. This differentiation in focus may indicate important shifting priorities and challenges as participants navigate the transition to the field. Taken together, these findings suggest that understanding and addressing identity motives in teacher development may enable more personalized and responsive tools that support teacher retention.

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Brandtzaeg, Petter Bae, und María-Ángeles Chaparro-Domínguez. „From Youthful Experimentation to Professional Identity: Understanding Identity Transitions in Social Media“. YOUNG 28, Nr. 2 (25.03.2019): 157–74. http://dx.doi.org/10.1177/1103308819834386.

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The process of self-presentation is significantly complicated for people growing up with social media. Many individuals have time-stamped digital footprints in social media from early youth to adulthood. However, little is known about long-term consequences for these individuals, their experience of time and their identity transition from youthful experimentation to a professional identity in social media. Through 15 in-depth interviews, our study explores challenges concerning identity transition and impression management in social media for young adults who have recently entered working life as journalists. Our participants described how they curated their image and self-censored both their previous and current self-generated content in social media. We also find that many have actively opted for passive and peace-keeping self-presentation and use of social media or for turning their usage into private messaging platforms, masking their online identity. Some participants indicated they felt trapped by their own identity making in social media.

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Kirkpatrick Johnson, Monica, Justin Allen Berg und Toni Sirotzki. „Differentiation in Self-Perceived Adulthood: Extending the Confluence Model of Subjective Age Identity“. Social Psychology Quarterly 70, Nr. 3 (September 2007): 243–61. http://dx.doi.org/10.1177/019027250707000304.

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This study examines and extends the confluence model of age identity by testing whether young people's self-perceptions as adults are linked to role transitions, self-assessed personal qualities, and social location. We propose that young people's sense of adulthood and the factors associated with it vary based on socially structured experience tied to race/ethnicity, socioeconomic status, and age. Analyzing data from 18–28 year olds in the National Longitudinal Study of Adolescent Health, we find racial/ethnic and socioeconomic status differences in age identity. Consistent with the confluence model, both role transitions and personal qualities are associated with age identity, although the most salient roles and qualities differ somewhat across racial/ethnic groups and consistently by socioeconomic status and age. We discuss the implications of these findings for understanding the transition to adulthood and adult identity, and for the young people themselves.

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Snape, Sarah. „Exploring women's identity work in career choices and transitions: Implications for coaching practice“. Journal of the National Institute for Career Education and Counselling 47, Nr. 1 (01.10.2021): 3–11. http://dx.doi.org/10.20856/jnicec.4702.

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Career transitions feature frequently in executive coaching sessions. It has been established that they involve identity and identity work, and can be challenging. Identity work in career transitions can be more complex for women than for men, due to biological and gender issues among other factors. Yet coaches are often unaware of what is involved in identity work in career transitions, and what their clients might experience. This study adopts a constructivist, qualitative research approach using Conceptual Encounter methodology to explore women's experience of identity work in career choices and transitions, and the implications for coaching practice.

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Kulkarni, Mukta. „Holding on to let go: Identity work in discontinuous and involuntary career transitions“. Human Relations 73, Nr. 10 (21.10.2019): 1415–38. http://dx.doi.org/10.1177/0018726719871087.

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This study examined the identity work processes of severely disabled soldiers who faced discontinuous and involuntary career transitions. As these individuals engaged in rehabilitation and vocational training at a military-affiliated facility, their identity transitions were not marked by deletions of past identity elements or reference groups. Instead, their transitions involved collectively and contextually edited imaginations of the future that allowed for continuity of their foundational self-narratives. The findings extend past research by identifying why the forging of continuity is generative during certain identity transitions. The findings also show that when similar others contribute to the script of one’s identity narrative within a familiar liminal context, maintaining a semblance of the status quo is construed as change.

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Spehar, Ivan, Jan C. Frich und Lars Erik Kjekshus. „Professional identity and role transitions in clinical managers“. Journal of Health Organization and Management 29, Nr. 3 (18.05.2015): 353–66. http://dx.doi.org/10.1108/jhom-03-2013-0047.

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Purpose – The purpose of this paper is to investigate how clinicians’ professional background influences their transition into the managerial role and identity as clinical managers. Design/methodology/approach – The authors interviewed and observed 30 clinicians in managerial positions in Norwegian hospitals. Findings – A central finding was that doctors experienced difficulties in reconciling the role as health professional with the role as manager. They maintained a health professional identity and reported to find meaning and satisfaction from clinical work. Doctors also emphasized clinical work as a way of gaining legitimacy and respect from medical colleagues. Nurses recounted a faster and more positive transition into the manager role, and were more fully engaged in the managerial aspects of the role. Practical implications – The authors advance that health care organizations need to focus on role, identity and need satisfaction when recruiting and developing clinicians to become clinical managers. Originality/value – The study suggests that the inclusion of aspects from identity and need satisfaction literature expands on and enriches the study of clinical managers.

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MacFarlane, Karen. „Higher education learner identity for successful student transitions“. Higher Education Research & Development 37, Nr. 6 (04.06.2018): 1201–15. http://dx.doi.org/10.1080/07294360.2018.1477742.

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Robbins, Claire Kathleen, Nicole J. Johnson, Kendall Pete, Gabby Porcaro, Mamta Motwani Accapadi und Dena Kniess. „Complexities of Social Identity and Professional Role Transitions“. New Directions for Student Services 2019, Nr. 166 (Juni 2019): 83–94. http://dx.doi.org/10.1002/ss.20310.

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Grosskortenhaus, Ruth, Bret J. Pearson, Amanda Marusich und Chris Q. Doe. „Regulation of Temporal Identity Transitions in Drosophila Neuroblasts“. Developmental Cell 8, Nr. 2 (Februar 2005): 193–202. http://dx.doi.org/10.1016/j.devcel.2004.11.019.

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Zuckerman, Austin L., und Stanley M. Lo. „Transfer Student Experiences and Identity Navigation in STEM: Overlapping Figured Worlds of Success“. CBE—Life Sciences Education 20, Nr. 3 (September 2021): ar48. http://dx.doi.org/10.1187/cbe.20-06-0121.

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Successful transitions from community colleges to the university setting are essential for increasing the number of transfer students who complete science, technology, engineering, and mathematics (STEM) degree programs. In this study, Holland’s framework of figured worlds was used to examine how transfer students pursuing STEM negotiated their identities in their transition to the university.

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Table, Billy, Jennifer A. Sandoval und Harry Weger. „Transitions in Polyamorous Identity and Intercultural Communication: An Application of Identity Management Theory“. Journal of Bisexuality 17, Nr. 3 (03.07.2017): 277–99. http://dx.doi.org/10.1080/15299716.2017.1350897.

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Hickey, Colm, und Martin Roderick. „The Presentation of Possible Selves in Everyday Life: The Management of Identity Among Transitioning Professional Athletes“. Sociology of Sport Journal 34, Nr. 3 (September 2017): 270–80. http://dx.doi.org/10.1123/ssj.2017-0018.

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In contrast to research, which privileges the notion of an exclusive athletic identity, we argue that the identity management of professional athletes is influenced by the expectations of audiences and the motivational weight of ‘possible selves’ in explaining career transitions from ‘sports work’. Qualitative vignette interviews were conducted with 10 male participants (ages 18–26 years) on three separate occasions (30 interviews). All interviewees had experienced a career transition from Premier League football in the UK. By integrating Goffman’s (1971) dramaturgical analogy and Markus and Nurius’s (1986) concept of possible selves we illustrate the way athletes manage their identities to explain how understandings of career transitions are linked to social audiences and whether they dramatically realize and legitimize future possible selves.

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Oh, Yun taek, und Jacqui Smith. „DO TRAJECTORIES OF SELF-IDENTIFIED RETIREMENT STATUS PREDICT HEALTH AND COGNITIVE OUTCOMES?“ Innovation in Aging 8, Supplement_1 (Dezember 2024): 774. https://doi.org/10.1093/geroni/igae098.2516.

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Abstract Few studies examined the ways older workers self-identify their retirement status (named ‘retirement identity’) over time before exiting the workforce. Examining the trajectories of retirement identity transitions – between “not retired”, “partly retired”, and “completely retired” – clarifies the heterogeneous outcomes found in ‘static’ retirement identity. In this study, we distinguish and categorize these trajectories using sequence analysis, investigate the common sociodemographic and economic characteristics for each trajectory using multinomial logistic regression, and examine the associations between these trajectories and the physical and mental health conditions of older workers using latent growth modeling. Drawing on a sample of respondents from the Health and Retirement Study (HRS) from 1992 to 2020, we use the first nine waves of the initial HRS birth cohort (born 1931-1936, recruited in 1992, N=1,487) and the Early Baby Boomers (born 1948-1953, recruited in 2004, N=1,017). We determine and name four distinct categories of trajectories – early, late, traditional, and partial transitions – based on the timing and sequence of transitions. The membership of these trajectories is strongly associated with the birth cohort, educational attainment, labor income from career jobs, and household wealth. The latent growth modeling reveals that workers in late or partial transition trajectories tend to have better initial physical, mental, and cognitive health and experience slower deterioration of these than those in early or traditional transition trajectories. These results suggest a close relationship between health and self-identification of retirement status that may influence the work attachment and timing of workforce exit.

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Nielsen, Marie Konge. „Et godt arbejdsliv“. Tidsskrift for Professionsstudier 19, Nr. 36 (15.08.2023): 108–17. http://dx.doi.org/10.7146/tfp.v19i36.140064.

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This article deals with how, when, and why one develops an identity as a professional. To be able to develop a professional identity a good working life is a necessary companion. The underlying premise of this assumption is that the professional needs to be able to internalize the identity, i.e., identify with the profession in a community of practice. The article begins with the Danish society’s demographic development and the appearance of the ageing society. This development is related to the concept life course and the importance of transitions. Specific attention is given to the transition from graduation to working life as a professional. The argument is that older and more experienced generations’ significance for the development of a professional identity is of crucially importance for this transition and therefore also for both attraction to and retention in a profession. The case material is based on the nursing profession.

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Johnson, Jennifer Michelle. „Managing transitions, building bridges“. Journal for Multicultural Education 10, Nr. 2 (13.06.2016): 206–16. http://dx.doi.org/10.1108/jme-01-2016-0010.

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Purpose This paper aims to highlight the potential of science, technology, engineering and mathematics (STEM) summer bridge programs to promote college persistence by fostering a positive science identity among participants that is culturally consistent with the values and experiences of African American students. Design/methodology/approach This case study included demographic data, journals, a focus-group interview and program evaluation reports. Carlone and Johnson’s (2007) grounded model of science identity provided a culturally sensitive framework for examining science experiences of minority students. Findings In a program that emphasized the academic readiness of students pursing bachelor’s degrees in science and engineering programs, the salience of students’ science identity was intricately related to their commitment to STEM. Research limitations/implications Understanding the program’s cultural components was not a specific objective of the study, but emerged as an important feature of students’ experiences and commitment to degree completion. Practical implications The program could assist students’ development of a science identity through the deliberate inclusion of activities and experiences that are culturally congruent with the students’ racial/ethnic identity. Originality/value Little empirical research is available to assess bridge programs for African Americans pursuing STEM degrees. Analyzing students’ transition from high school to college, within the context of a summer bridge program, affords a better understanding of how students navigate the early social and academic aspects of college and how participation in bridge helps plug the leaky pipeline to careers in STEM.

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Kleine, Robert E., Susan Schultz Kleine und Douglas R. Ewing. „Differences in symbolic self-completion and self-retention across role-identity cultivation stages“. European Journal of Marketing 51, Nr. 11/12 (14.11.2017): 1876–95. http://dx.doi.org/10.1108/ejm-09-2016-0497.

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Purpose This paper aims to provide evidence that theory-based effects of role-identity cultivation stages on self-symbolizing consumption activities do exist. Design/methodology/approach Specific focus is placed upon differing motives between rookie versus veteran role-identity actors and how these differences lead to symbolic self-completion and self-retention behaviors. Effects of these motives are examined in the context of college student identity transitions. Findings Evidence is found for a pattern, whereby role-identity rookies with fewer role-identity-related possessions are more likely to self-symbolize the role-identity outwardly than veteran consumers having more role-identity-related resources, such as possessions. Self-retention via possessions is also more evident with rookies making the transition from one role-identity to the next, replacement role-identity. Findings are replicated for both readily available and favorite possessions related to a role-identity. Research limitations/implications Future role-identity research in marketing may miss unique and important insights without accounting for role-identity cultivation stage. Practical implications Current evidence highlights the importance of identity cultivation stage, symbolic self-completion and self-retention as factors to consider in understanding market segments associated with respective role-identities. Originality/value Extant research does not yet account for how consumption activities serving both symbolic and functional purposes support role-identity transitions. This inquiry is directed at contributing to this need.

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Conneeley, Anne Louise. „Transitions and Brain Injury: A Qualitative Study Exploring the Journey of People with Traumatic Brain Injury“. Brain Impairment 13, Nr. 1 (14.06.2012): 72–84. http://dx.doi.org/10.1017/brimp.2012.3.

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This qualitative study aimed to explore transitions from hospital to the home over a period of one year.Methods and procedures: A longitudinal, phenomenological approach was employed and 18 individuals with severe traumatic brain injury, their family members and rehabilitation professionals were interviewed using semistructured interviews, when the person with brain injury was discharged from the ward, after 6 months and again after one year.Results: Themes identified within the data included returning home, getting back to normal, moving forward and the role of rehabilitation in the transitional period. Further subthemes were also identified including issues of life-course disruption, self-identity, status and reconstruction.Conclusions: Data suggested that access to rehabilitation programs employing individualised, contextual interventions following discharge to the home were integral in enabling the transition through to autonomy and independence. Consideration of issues of identity and status can enable a different and potentially important perspective on the experience of transitions for those with brain injury. Reclaiming personal autonomy and control appeared to be central to the reconstruction of a coherent sense of self, enabling a meaningful life after brain injury.

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Fais, Laurel. „Inferable Centers, Centering Transitions, and the Notion of Coherence“. Computational Linguistics 30, Nr. 2 (Juni 2004): 119–50. http://dx.doi.org/10.1162/089120104323093267.

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A centering analysis of the corpus of Japanese e-mail that is examined in this article relies heavily on the inclusion of inferable centers. However, utilizing this type of center results in a high level of indeterminacy in labeling transitions and thus in characterizing the coherence of the corpus. The difficulty lies in the requirement of identity of discourse entities in the definitions of transition states. Lexical cohesion is proposed as a well-defined notion to replace the intuitions captured by the use of inferable centers. Two new transitions, based on lexical relatedness instead of identity, supplement the standard definitions and more adequately characterize coherence in this corpus. Implications and extensions of the proposal are discussed.

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Vural, Metin Onal. „Academics as Entrepreneurs: The Role of Role Identity Transitions“. Academy of Management Proceedings 2019, Nr. 1 (01.08.2019): 18377. http://dx.doi.org/10.5465/ambpp.2019.18377abstract.

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Marszałek-Kawa, Joanna, und Patryk Wawrzyński. „Remembrance, Identity Politics and Political Transitions: a Comparative Study“. Polish Political Science Yearbook 45 (01.12.2016): 11–21. http://dx.doi.org/10.15804/ppsy2016001.

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Kakarika, Maria, Marina Biniari und Margarita Mayo. „Harmonious vs. Obsessive Entrepreneurial Passion and Role Identity Transitions“. Academy of Management Proceedings 2013, Nr. 1 (Januar 2013): 14208. http://dx.doi.org/10.5465/ambpp.2013.14208abstract.

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Efroni, Idan. „A Conceptual Framework for Cell Identity Transitions in Plants“. Plant and Cell Physiology 59, Nr. 4 (09.11.2017): 696–706. http://dx.doi.org/10.1093/pcp/pcx172.

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Dukerich, Janet M., und Blake E. Ashforth. „Role Transitions in Organizational Life: An Identity-Based Perspective“. Academy of Management Review 26, Nr. 4 (Oktober 2001): 670. http://dx.doi.org/10.2307/3560250.

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Day, Christopher. „School reform and transitions in teacher professionalism and identity“. International Journal of Educational Research 37, Nr. 8 (Januar 2002): 677–92. http://dx.doi.org/10.1016/s0883-0355(03)00065-x.

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Smith, Faye L., und Blake E. Ashforth. „Role Transitions in Organizational Life: An Identity-Based Perspective“. Administrative Science Quarterly 46, Nr. 4 (Dezember 2001): 778. http://dx.doi.org/10.2307/3094833.

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Cordeiro, Pedro Miguel Gomes, Maria Paula Paixão, Willy Lens, Marlies Lacante und Koen Luyckx. „Parenting Styles, Identity Development, and Adjustment in Career Transitions“. Journal of Career Development 45, Nr. 1 (04.11.2016): 83–97. http://dx.doi.org/10.1177/0894845316672742.

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Drawing from self-determination theory, this study examines how does perceived parenting and psychological needs relate to identity development and psychosocial adjustment in Portuguese 12th-grade students ( N = 462) who prepare the transition to higher education or to the job market. Path model results revealed two distinct pathways: a “growth-oriented pathway” from need-supporting parenting to integrated career exploration, commitment-making and well-being via need satisfaction and a “vulnerability” pathway from need-thwarting parenting to both diminished well-being and ill-being through need frustration. Findings suggest that perceived parental support is a protective factor, and parental thwarting a risk factor for career decision-making, but this relation is mediated by the adolescents’ subjective feelings of psychological need satisfaction and frustration. Altogether, they suggest the need to customize interventions with adolescents to address “bright” and “dark” trajectories of identity development and establish a supportive counseling climate that facilitates the exploration of different aspects of self-environment in career transition periods.

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LaPointe, Kirsi. „Heroic Career Changers? Gendered Identity Work in Career Transitions“. Gender, Work & Organization 20, Nr. 2 (04.05.2012): 133–46. http://dx.doi.org/10.1111/j.1468-0432.2012.00601.x.

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Bach, Laurent, und Nicolas Serrano-Velarde. „CEO identity and labor contracts: Evidence from CEO transitions“. Journal of Corporate Finance 33 (August 2015): 227–42. http://dx.doi.org/10.1016/j.jcorpfin.2015.01.009.

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Cosh, Suzanne, Amanda LeCouteur, Shona Crabb und Lisa Kettler. „Career transitions and identity: a discursive psychological approach to exploring athlete identity in retirement and the transition back into elite sport“. Qualitative Research in Sport, Exercise and Health 5, Nr. 1 (März 2013): 21–42. http://dx.doi.org/10.1080/2159676x.2012.712987.

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Tomori, Cecilia, Aylur K. Srikrishnan, Kathleen Ridgeway, Sunil S. Solomon, Shruti H. Mehta, Suniti Solomon und David D. Celentano. „Perspectives on Sexual Identity Formation, Identity Practices, and Identity Transitions Among Men Who Have Sex With Men in India“. Archives of Sexual Behavior 47, Nr. 1 (08.07.2016): 235–44. http://dx.doi.org/10.1007/s10508-016-0775-6.

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Greischel, Henriette, Peter Noack und Franz J. Neyer. „Finding Myself Abroad: Adolescent Identity Processes and Sociocultural Adaptation During Intercultural Transitions“. Journal of Cross-Cultural Psychology 50, Nr. 4 (06.03.2019): 594–614. http://dx.doi.org/10.1177/0022022119831785.

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The present study examined identity development and sociocultural adaptation (SCA) in the context of international mobility experiences. Specifically, we investigated changes and dynamic interactions of SCA and the Host and Home identity dimensions of commitment and reconsideration for adolescent sojourners. Therefore, we used data from 457 German high school exchange students (72.00% female; M age = 15.49 years, SD = 0.70 years) to study the longitudinal interplay of personality characteristics at two occasions over a period of 5 months. The first wave of data collection (T1) took place 8 weeks after the cultural transition. After 7 months abroad, the second measurement (T2) was taken. Longitudinal analyses revealed increases in Host reconsideration, Home commitment, and SCA, as well as a substantial decrease in Home reconsideration over the course of the study. In addition, initial identity levels predicted changes in SCA, whereas adaptation levels showed no predictive effect on later identity change. Indicators of subjective and objective sociocultural distance were tested as moderators for the effect of identity on changes in adaptation. However, results indicated that the impact identity had on adaptation was independent from influences of cultural distance, which further supported the robustness of identity effect patterns. The present research adds a longitudinal perspective on the association of identity and adaptation and contributes to the understanding of their dynamic interplay during cross-cultural transitions.

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Chaplya, Tatiana V. „Historical and Cultural Dynamics of Identity Formation“. Vestnik slavianskikh kul’tur [Bulletin of Slavic Cultures] 70 (2023): 162–72. http://dx.doi.org/10.37816/2073-9567-2023-70-162-172.

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The paper analyzes the historical and cultural dynamics of identity formation from antiquity to the present. Identity and identity processes occupy one of the central places in history and culture, as they provide an answer to the such fundamental questions as: Who am I? With whom am I? Who are “ours” and who are “theirs”? The methodological basis includes the theory of symbolic interactionism; the sociology of knowledge; the cultural approach. The novelty of the author's approach is an integrated historical and cultural approach to the processes of identification/identity; as well as identifying the mechanisms of its formation through common memories in the context of development from “We” to “I” and “I”. The author concludes that the dynamics of the process of identity formation is not based on the transition from one type of identity to another, but on the expansion of different forms of identification. The main mechanism of identification is the transition from identification based on blood kinship and unity of territory to professional, group, religious identification (in the Middle Ages) to national, ethnic, cultural, civilizational identity in the new time and (in Modern Times). As a leitmotif of the acquisition of identity one may take transitions from identification in archaic times as a prescription in a rigid and direct form, to “loyalty and service” in the Middle Ages, gradual formation of personal identity in the Renaissance, the 19th century, when the subject received the right to choose, and up to the need to choose in the second half of the 19th and in the 20th centuries. And such choice is a constant transition from one identity to another depending on the circumstances.

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Guo, Xingzhi, Dakota Handzlik, Jason J. Jones und Steven S. Skiena. „The Evolution of Occupational Identity in Twitter Biographies“. Proceedings of the International AAAI Conference on Web and Social Media 18 (28.05.2024): 502–14. http://dx.doi.org/10.1609/icwsm.v18i1.31330.

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Occupational identity concerns the self-image of an individual’s affinities and socioeconomic class, and directs how a person should behave in certain ways. Understanding the establishment of occupational identity is important to study work-related behaviors. However, large-scale quantitative studies of occupational identity are difficult to perform due to its indirect observable nature. But profile biographies on social media contain concise yet rich descriptions about self- identity. Analysis of these self-descriptions provides powerful insights concerning how people see themselves and how they change over time. In this paper, we present and analyze a longitudinal corpus recording the self-authored public biographies of 51.18 million Twitter users as they evolve over a six-year period from 2015-2021. In particular, we investigate the social approval (e.g., job prestige and salary) effects in how people self-disclose occupational identities, quantifying over-represented occupations as well as the occupational transitions w.r.t. job prestige over time. We show that self-reported jobs and job transitions are biased toward more prestigious occupations. We also present an intriguing case study about how self-reported jobs changed amid COVID-19 and the subsequent "Great Resignation" trend with the latest full year data in 2022. These results demonstrate that social media biographies are a rich source of data for quantitative social science studies, allowing unobtrusive observation of the intersections and transitions obtained in online self-presentation.

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Lee, Pei-Wen. „Stages and Transitions of Relational Identity Formation in Intercultural Friendship: Implications for Identity Management Theory“. Journal of International and Intercultural Communication 1, Nr. 1 (Februar 2008): 51–69. http://dx.doi.org/10.1080/17513050701690918.

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Manzi, Claudia, Vivian L. Vignoles und Camillo Regalia. „Accommodating a new identity: Possible selves, identity change and well-being across two life-transitions“. European Journal of Social Psychology 40, Nr. 6 (06.08.2009): 970–84. http://dx.doi.org/10.1002/ejsp.669.

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